The document outlines early childhood care and development (ECCD) initiatives in the Philippines, focusing on school readiness and the necessary support structures for children, families, and schools. It emphasizes building local governance mechanisms to enhance ECCD services, improve competencies of ECCD workers, and ensure smooth transitions from early learning to primary education. The document also showcases innovative practices and strategies aimed at increasing access to quality ECCD services, particularly for children in remote and indigenous communities.

1. FROM HOME TO SCHOOL:
A JOURNEY OF READINESS
Documentation of ECCD Early Learning Models,
Innovations and Good practices for
UNICEF Philippines
Intem Philippines 2016
document, disseminate and advocate for replication, on-going initiatives to increase access of young children to quality ECCD
services, enhance effectiveness of ECCD workers though competency building and to improve local governance structures and
mechanisms for managing ECCD and for facilitating transition of ECCD completers to Kinder, to Primary School.

2. THE BIG IDEA: SCHOOL READINESS

3. SCHOOL READINESS MODELS
Bronfenbrenner’s Bioecological model,
Charles Bruner, conceptual framework that recognizes the need
for a systemic approach to early childhood development, 2010
Sayers, M., West, S., Lorains, J., Laidlaw, B., Moore, T. G., & Robinson, R.
(2012). Starting school: A pivotal life transition for children and their
families.Family Matters, 90, 45-56.

4. School Readiness: a conceptual framework
© United Nations Children’s Fund, New York
Updated in April 2012
The three dimensions of school readiness are:
(1)Ready children, focusing on children’s learning and
development.
(2) Ready schools, focusing on the school
environment along with practices that foster and support
a smooth transition for children into primary school and
advance and promote the learning of all children.
(3) Ready families, focusing on parental and caregiver
attitudes and involvement in their children’s early learning
and development and transition to school.
All three dimensions are important and must work in tandem,
because school readiness is a time of transition that requires the
interface between individuals, families and systems.
THE UNICEF SCHOOL READINESS MODEL
Ready FAMILY Ready CHILDREN
Ready SCHOOL

5. THE PHILIPPINE SCHOOL READINESS MODEL
Figure 1: “isa, dalawa, tatlo,
apat, --bawat bata handa
dapat” (one, two, three, four--
make every child ready for more)
where the 3 interlinked
dimensions of school-readiness:
home/children/center or school
are re-visualized as standing on
or supported by the 4th
dimension (community). It
sends the message that activities
in each dimension, (whether
stimulating demand or ensuring
quality supply) are simultaneous
with the rest and not necessarily,
rigidly sequential but is driven by
available governance
structures/mechanisms at the
LGU level. “more”= development
progress, lifelong learning, life-skills,
positive life experiences
RE-ENVISIONED IN
NEXT SLIDE
Ready FAMILY Ready CHILDREN Ready SCHOOL
Ready COMMUNITY

6. THE PHILIPPINE SCHOOL READINESS MODEL
Ready COMMUNITY
Ready FAMILY
PARENT
EFFECTIVENESS
SEMINARS
EARLY
REGISTRATION
CAMPAIGNS
HOME VISITS
& OTHER
ENGAGEMENT
MECHANISMS
Ready CHILDREN
DEVELOPMENT
IN 7 DOMAINS
IN ECCD
CHECKLIST
Ready SCHOOL
• CHILD SEEKING
• WHOLE-CHILD APPROACH
• LEARNER-CENTERED PEDAGOGY
• PLAY-BASED APPROACH

7. LOCAL PRACTICES SUPPORTED UNDER CPC7
Ready COMMUNITY (BLGU)
Ready FAMILY Ready CHILDREN Ready SCHOOL
Ready COMMUNITY (MLGU)
Point of
engagement
Increasing access of young
children, especially document
those who reside in remote
areas and those from
indigenous communities
competency of
ECCD workers and
the quality of
services they
provide
improving
local ECCD
governance
Transition of
ECCD
completers
(seamless
LINK)
driven by available governance structures/mechanisms at the LGU level.

8. document, disseminate and advocate for replication, on-going initiatives to
increase access of young children to quality ECCD services, enhance effectiveness of
ECCD workers though competency building and to improve local governance
structures and mechanisms for managing ECCD and for facilitating transition of
ECCD completers to Kinder, to Primary School.
EMERGING STORY

9. EMERGING STORY: GOVERNANCE STRUCTURE AND MECHANISMS
• 6/6 municipalities visited have functioning MCPCS and BCPCs that have been reconstituted between 2013 and 2015.
• All of them have local ordinances supporting ECCD with the pilot/showcase BLGUs adapting the same at their level.
• The main mechanism used is counter-parting of budgets between the MLGU and the BLGUs for the honoraria of DCWs
and some material inputs to DCCs.
• Most infrastructural improvements to existing DCCs are care of the BLGU but main investments for standard DCCs were
through the MLGU/DSWD either through Kapit-Bisig Laban sa Kahirapan – Comprehensive Integrated Delivery of Social
Service (KALAHI-CIDSS) or the Bottom Up Budgeting (BUB) mechanisms.
• SNPs with non-permanent structures were collaboratively funded by parents/BLGU and occasionally non-government
organizations.
The common Supervision structure in place is the FEDERATION OF DAY CARE WORKERS which was organized up to Province
and even Regional Levels. Federations have regular monthly meetings with alternating host DCCs. These events have been
used for mentoring and processing of operational challenges as well as echoing of recent trainings received from
UNICEF/COLF/PLAN. Federation officers also have easy access to the Mayor’s office and the SB. The main focal person is the
MSWDO which is the devolved DSWD at the city/municipal level (except for Upi where the MSWDO reports to
province/region
DAVAO CITY
KALAMANSIG, SULTANT
KUDARAT
UPI, MAGUINDANAO BOBON, N. SAMAR MERCEDEZ, CAMARINES NORTE MILAGROS, MASBATE

10. GOVERNANCE STRUCTURE & MECHANISMS: INNOVATIVE PRACTICES
DAY CARE WORKERS’ WEEKRecommended for replication
Recognition and Pride of Work. Every year during the month of May, Davao City has not one day but a full week
celebrating its Day Care workers.
• “we highlight this with talent showcases, sports competitions and the awarding of the Best
Daycare Worker of the Year” with plaques and cash awards as incentives.
• This event has been growing as we realize we have to provide them recognition and activities
that move them and keep their spark going and sustain their commitment. It motivates them to
keep on learning and improving as well as keep their records in order as this is one of the
requirements to qualify for the awards.
• So they can really showcase their best practices. We started 10 years ago with simple
certificates of recognition. So these are our mechanisms and the way we organized our services.
We have 13 sub-districts where the DCWs have their Federation and we have federated them as
well to the city.
• With their sets of officers it is easy to communicate and coordinate and whatever operational
concerns or issues, the Federation takes care of these with the help of our office. SO in terms of
planning, decision-making, leadership—the city has empowered them”.
DAVAO CITY

11. KALAMANSIG, SULTAN KUDARAT
DAY CARE WORKER’S MONTHLY
DEMONSTRATION, EVALUATION AND
ASSESSMENT
DISTRIBUTION OF EARLY CHILDHOOD CARE AND DEVELOPMENT LEARNING MATERIALS
(BOOKS) THRU GRASSROOTS PARTICIPATORY BUDGETING PROCESS (GPBP)
DCC demonstrations and knowledge sharing
GOVERNANCE STRUCTURE & MECHANISMS: INNOVATIVE PRACTICES
• ROTATING HOST DCCS. The Federation of Daycare Workers meet monthly and each meeting has set
aside time for DCC demonstrations and knowledge sharing on instructional materials production. This is
also the time for regular evaluations and assessments apart from echo-trainings from those fresh from
workshops. You will notice that a certain standard emerges for decorations and object lessons as the
Knowledge Sharing is quite effective.
• Lakbay-aral support. The MSSDO often brings the DCWs along on visits to other municipalities for
them to see best practices and to get fresh/new ideas. This is also his way of showing each one the
challenges of their colleagues (SNP workers receive the same as DCC workers).
• C-LAC. MSSDO is adapting “Center-based Learning Action Cell” which he observed from the Elementary
School.

12. EMERGING STORY: GOVERNANCE STRUCTURE AND MECHANISMS DISTINCTIONS
• Upi, Maguindanao adapts the cluster approach for its Federation of Daycare Workers. MSWDO reports to
ARMM but MLGU now installing focal person for ECCD.
• Bobon, S. Samar has division wide mapping for Kindergarten (DepEd)
• Mercedes, Cam Norte showcase barangays creative mobilizations of both BNS and DCC for mapping;
Supplemental feeding uses a centralized canteen/commissary for standardized quality of meals and for cost
efficiency
• Milagros, Masbate does cluster turnovers of ECCD checklists from DCCs to Kindergartens in formal moving up
ceremonies attended by the Mayor
UPI, MAGUINDANAO BOBON, N. SAMAR MERCEDEZ, CAMARINES NORTE MILAGROS, MASBATE

14. EMERGING STORY: ACCESS
ACCESS. On increasing access of young children, especially document those who reside in remote areas and those
from indigenous communities such as:
A. the implementation of the Supervised Neighbourhood Plays in Upi, Maguindanao, Kalamansig in Sultan Kudarat which
are supported through the partnership of UNICEF and Plan International
• Davao City has its SNPs for Lumads and Muslim targets as well as its mobile ECCD (2 vans with equipment
and instructional materials) to increase access to ECCD. It has 4 barangay showcases, for SNP in Marilog
District, Brgy Datu Salumay there is the Sitio Tribal SNP and the Balay Pasilungan (IP dormitory)
• Bobon (N Samar) Mercedes (Cam Norte) and Milagros (Masbate) have yet to begin their SNP programs
without this dormitory, the gains of having access to dcc/snp in the uplands will be for
naught as the children cannot continue on to elementary, breaking the "link"

15. EMERGING STORY: ACCESS
ACCESS. On increasing access of young children, especially document those who reside in remote areas and those
from indigenous communities such as:
A. the implementation of the Supervised Neighbourhood Plays in Upi, Maguindanao, Kalamansig in Sultan Kudarat which
are supported through the partnership of UNICEF and Plan International
• Both Kalamansig, Sultan Kudarat and Upi, Maguindanao have 100% IP and Muslim clientele for both its
DCCs and SNPs. In Datu Wasay (Kalamansig) the Manobos are featured while in Renti (Upi) the Tedurays
are featured in the multimedia documentation.

16. ACCESS
ACCESS. On increasing access of young children, especially document those who reside in remote areas and those
from indigenous communities such as:
B. contextualization of Kinder Curriculum for the Tedurays in Upi, Maguindanao through partnership of
UNICEF and LingapPangkabataan
No evidence. Per KII with MSWDO and DCWs as well as the Kindergarten Coordinator, Lucelle D
Montelibano (DepEd District Kinder Coordinator and 3 year kinder teacher), Rowena Pinera (8 yrs in
Borongotan ES) as well as at the Bugabungan ES (they were in place before 2013 when
LingapPangkabataan was engaged by UNICEF) have no awareness/recall of a Kinder Curriculum for
Teduray and cite that there is no “Ortograpiya” yet released by DepEd.
Latest phone interview with LINGAP clarifies that the product was a draft and has never gotten to a
stage for formal mainstreaming with DepEd Region or National.

17. ACCESS?
Analysing the LingapPangkabataan report (on the framework developed)
and comparing with the K+12 Kindergarten Curriculum Guide, there is
no significant difference. (see Annex 1)
The closest the team found for a concrete IP curriculum guide is from
DepEd Davao City Division which has prepared the ff.
Primers/Ortograpiya for 5 IP groups which has been approved,
published and circulated:
Ata Tribe; Bagobo-Tagabawa, Bagobo-Klata, Manobo, Matigsalug,
“Quality is defined by several characteristics linked with ready
schools, including sufficient time devoted to learning in the
classroom, adequate supply of learning materials such as books and
teaching aids, and effective teaching, pedagogic practices and
teachers’ competence.” “Other important characteristics of quality
include the practices schools use to bridge the cultural divide between
home and school cultures (Shore 1998) page 12.
www.unicef.org/education/files/Chil2Child_ConceptualFramework_FI
NAL(1).pdf

18. ACCESS
ACCESS. On increasing access of young children, especially document those who reside in remote areas and those
from indigenous communities such as:
C. the implementation of Kindergarten Catch-Up Education Program
Based on KIIs the KCEP (8 weeks) was used in the early part for the more active advocacy with parents in Kalamansig and UPI—the
supplementary feeding programs and the current hungry months due to massive crop failures and recent disasters, plus the 4Ps
conditionality have very effectively increased enrolment in DCCs and early registrations with Kindergarten—thus most of the
Kindergarten programs are now regular. In Upi due to lack of kindergarten teachers the summer program (8 weeks) is still being
used.
Team noted that intake-reports from the mapping exercises have facilitated some approval of additional items for both
kindergarten and Grades 1 to 3 (Bobon, N. Samar). At the same time, team noted the condition of most Kindergarten classrooms
(creatively re-assigned by the school to accommodate the pupils)—there is a need for new and better designed and up-to-
standard kindergarten classrooms.

19. LINKING CURRICULAR THEMES AND
COMPETENCIES FROM ECCD TO GRADE
1

20. QUALITY
addressing the competency of ECCD workers and the quality of services they provide
a) Local mechanisms for continuous capacity building of day care workers (DCWs) to include the roll-out of
standard training design/modules for DCWs through partnership with the Department of Social Welfare and
Development (DSWD) and the Community of Learners Foundation (COLF)
All DCWs point to UNICEF sponsored trainings as their main source of capability building inputs. While many are undergraduates of
Elementary Education, these are of course not LET passers.
Considering the honorarium between DCWs and Kinder (and other DepEd items);
Many are really in these positions “for good” as their “vocation”. One DCW after passing the LET left it to God’s plan whether to move
up as Kinder Teacher (Kalamansig) but was emotional about it.
Another one (Mercedez) readily acknowledged the challenge of changing BLGU Councils and the corresponding change in support
level or even the risk of being replaced by less experienced/qualified but closer to the newly elected leaders. MSWDO suggests a
resolution advising all BLGUs to utilize trained DCWs and to facilitate accreditation to allow the MLGU to have a bigger say since
region/provincial DSWD may have limited M&E time.
NOTE: Team probed all DCWs and was satisfied with actual understanding of the ECCD checklist and how it is used for child-centered instruction.

21. QUALITY
addressing the competency of ECCD workers and the quality of services they provide
b. Roll-out of Learning Action Cell (LAC) session guides for the training of Kinder to Grade 3 teachers through
partnership with the Department of Education (DepEd) and COLF
• Pag-asa ES (Kalamansig) mentions using the LAC/SLAC for Kinder to Grade 3; and the MSSDO also
mentions it as inspiring the Monthly DCW Federation learning sessions/events.
• The adaptation of the play-based learning techniques have also been enthusiastically mentioned since
many of the BSEEd graduate teachers had very little (if at all) such trainings in PreService (in fact had only 3
units of developmental psychology/ “Child and Adolescent Development”). But these are limited to the
Pilot ES and Teachers who have had said trainings from COLF via UNICEF.
• Related to Motivation and Public Affirmations Davao City celebrates the DCW of the Year awards with its
DCW Federation and has even provided for tokens and incentives

22. QUALITY
• Monitoring and evaluation is done by the district supervisors
• monthly through visitation (announced and unannounced visits) for both Center-Based and Home-Based ECCD
sessions.
• ECCD workers who belong to a Federation meet monthly for updating on the program implementation and coaching
by their direct supervisors.
• The main quality assurance/evaluation mechanism is the Licensing and Accreditation which secures minimum standard of
implementation of the Center-Based ECCD Program as a whole.
• It is done in two levels Pre-Licensing and Licensing Proper using the indicators stipulated in the different areas:
a) Advancement of Children’s Growth and Development
b) Partnership with Families, Communities, and Local Government
c) Human Resource Development
d) Program Management and
e) Physical Environment and Safety.
• The outcome of the program is evaluated wherein tracking of records and reports are done quarterlyand this can be
reflected in the Operational Control Report (OCR).
• In the case of the ECCD direct service providers, semi-annual evaluation using standard performance evaluation tools are
used by CSSDO.

23. LINK (SEAMLESS TRANSITION FROM ECCD TO PRIMARY)
• Most of the DCWs/Principals and Kindergarten Teachers visited don’t seem to be aware yet of DepEd Order 16 s 2015 (issued 13
May 2015)
•“Addendum to D.O. 1 s 2015 that declared January 24, 2015 as start of Early Registration for SY 2015-16;
•-- specifically mentions “Those who will turn 5 yo on or before Oct. 31 2015 must show proof of completion of Early
Childhood Education such as attendance in DCC/learning centers. Children shall also be accepted after the Teacher/Principal
has assessed their readiness to take kindergarten education using appropriate development tools such as the ECCD
checklist…”
• Most of them were frustrated that the ECCD checklist didn’t seem too important to their DepEd counterparts despite their careful
and meticulous preparation of such.
• ES teachers and principals talked with understand that as long as the child is 5 YO, with or without ECCD Checklist, that child must
be accepted to Kindergarten but were unanimous in saying those with DCC experience are noticeable more prepared for formal
elementary education both socially/emotionally and motor skills wise, even if cognitive stimulation was received from home.
• BLGUs/DCWs and even MSWDOs mention the PES/ERPAT and other parent education sessions in both the daycare context
(meeting with Parent/Guardian-Teacher Association) as well as for the complimenting PantawidPamilya conditions for cash
transfers. The main limiting factor really would be the distance to the DCC/SNP and the need for the parents to do subsistence
survival activities especially in light of the draught and crop failures.

25. LINK (SEAMLESS TRANSITION FROM ECCD TO PRIMARY)
• The main indicator here would be the MAPPING OF 0-8 YEARS OLD which respondents say have been expanded by DepEd to
include up to 18 y/o.
•
• Some of the smarter BLGUs deployed their purok-based BHWs/BNS and while helpful, some DCWs told school officials, especially
the secondary school level students must be their main work and if they needed data for elementary children to also directly link
with the BLGUs themselves.
•
• With the no more home-birthing policy, the registration and issuance of birth certificates have eased. The DCWs we talked to
facilitated the paperwork and some even, with the help of BLGUs and the Municipal Registrar (Davao, Catarman) went to barangays
and assigned special registration days. Some MLGUs also required livebirths be registered no more than within 24-48 hours of birth.
•
• Brgy. Mintal in Davao City went further as to declare Children’s Congress every October.
•
• MLGUs/MSWD also had some incentives for Child-Friendly Barangays such as that of Brgy Del Rosario in Mercedez, Cam. Norte who
used the prize money to buy its bulilit patrol (Traysikad) where the BPATS and Parents take turns cycling the pupils to and from DCC
and ES to their puroks.
•
• The Pilot schools for which the principals and teachers have been trained via UNICEF workshops/seminars seem to be more “child-
seeking” as a result and has strengthened relationships with the BLGUs and the DCCs.

26. LINK (SEAMLESS TRANSITION FROM ECCD TO PRIMARY)
Per KIIs with MSWDOs, DCWs and Kinder teachers, the most important takeout from ECCD is socialization skills that cannot be
replicated by even more resourced homes with multimedia and print as well as manipulative learning materials. Children who have
undergone ECCD at DCCs or even SNPs have less separation anxieties and have the self-help skills (washing/ brushing/ eating etc.)
The IPs are amazing in this aspect, as the team has observed a 6 y/o Matigsalog child alone in the common kitchen (brgy Marilog IP
Dorm) cooking her own (or her group’s) food on a stove fuelled with firewood. Far from home for 5 days a week with probably an
older sibling or cousin from the same tribe.